At the age of 3-5 years, children reach probably the most impactable age. They are little sponges who grasp everything on their way. It is important to note that children start to formulate their interests in internal and external worlds at this age. For instance, they communicate within the group; they learn something from each other. Concerning discoveries within the tangible world, preschoolers learn about the features of various objects. For instance, the flower can smell good, the leaves in the sky at night, and so on. The abovementioned weekly plan may help preschoolers to immerse in the process of world explorations.
This weekly plan is generated to involve children in the discovery of external and internal worlds. I strived to create activities that will encourage children to interact with each other and individually. In addition, all activities are structured in entertaining and developmental ways. Moreover, games can be adapted for special needs preschoolers to feel comfortable and treated equally with the rest of the children (Rosas, 2018), and they may be implemented interchanged during the day.
It is also important to consider the role of the teacher when speaking about preschoolers’ development. According to DAP guidelines, it is vital to observe, assist, and support the child in the process of education (“Guidelines for developmentally“). This weekly plan is generated to fit into the guidelines because children are supported and observed constantly by the teacher. Moreover, some of the games (e.g., Hospital) teach them to help each other. In addition, the plan combines both entertaining and cognitive performances.
Concerning worksheets and coloring pages, it is essential the outlines of worksheets pages for coloring limit the creativity of preschoolers. The problem is that children follow the contours of the picture template. Besides, it creates the feeling of perfectionism, and the child may be upset if he tries to draw something himself, and this will not be like the one in the template. Thus, it is better to give children activities for their self-expression in painting.
One more point that should be included is that activities must be focused on children. Otherwise, teacher-concentrated games will not involve preschoolers in the game. Preschoolers should have a choice and interact with each other or learn something on their own during the play. Children are free to choose, create, to interpret the activities they choose. Again, it contributes to their creativity and the development of important life skills.
After finishing this project, it became clear that the activities for children should be appropriate for everyone within the class. It is also crucial that preschoolers be encouraged to play and learn and receive significant knowledge for their future lives. Indeed, it is possible to implement most of these activities in the scope of children’s development. Probably, it will contribute to increasing children’s interest in the educational process.
References
Guidelines for developmentally appropriate practice in action: Using knowledge of child development and learning in context. (n.d.). Naeyc. Web.
Rosas, G. (2018). Hello book club: NAEYC members discuss big questions for young minds by Janis Strasser and Lisa Mufson Bresson. Naeyc. Web.